Danielle B. Harlow
About
In The Last Decade
Danielle B. Harlow
74 papers receiving 772 citations
Peers
Comparison fields: 5 of 79
- Computer Science Applications 396
- Education 379
- Developmental and Educational Psychology 297
- Information Systems 111
- Media Technology 77
Countries citing papers authored by Danielle B. Harlow
This map shows the geographic impact of Danielle B. Harlow's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Danielle B. Harlow with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Danielle B. Harlow more than expected).
Fields of papers citing papers by Danielle B. Harlow
This network shows the impact of papers produced by Danielle B. Harlow. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Danielle B. Harlow. The network helps show where Danielle B. Harlow may publish in the future.
Co-authorship network of co-authors of Danielle B. Harlow
This figure shows the co-authorship network connecting the top 25 collaborators of Danielle B. Harlow. A scholar is included among the top collaborators of Danielle B. Harlow based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Danielle B. Harlow. Danielle B. Harlow is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 3 | |
| 2 | 1 | |
| 3 | Making Computer Science Accessible. | 1 |
| 4 | 1 | |
| 5 | 1 | |
| 6 | 1 | |
| 7 | 3 | |
| 8 | 1 | |
| 9 | 5 | |
| 10 | University-elementary school partnerships: analyzing the impact of a service-learning freshman engineering course on students’ engineering values and competence beliefs | 5 |
| 11 | Being and Becoming Scientists: Design-Based STEM Programming for Girls. | 3 |
| 12 | Freshmen and Flash Mobs: The Development and Assessment of a Service-Learning Engineering Design Course Using Expectancy-Value Theory. | 1 |
| 13 | Conceptual understanding of the P-N diode among undergraduate electrical engineering students | 3 |
| 14 | What Is a Computer Scientist? Developing the Draw-A-Computer-Scientist-Test for Elementary School Students. | 2 |
| 15 | 1 | |
| 16 | 15 | |
| 17 | 24 | |
| 18 | Potential teachers' understanding of model-based science instruction: A knowledge in pieces approach. | 1 |
| 19 | Virtual Inquiry Experiences | 4 |
| 20 | 16 |
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.